lesson plan i made sujana

LESSON PLAN
By:
I Made Sujana
eed, ftte, university of mataram

9/12/2016

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COMPETENCY & MATERIALS:
Competency:
 Be able to design standard lesson plans.
 Be able to elaborate the learning objectives into other
lesson plan components correctly.
 Be able to evaluate their own lesson plans.
Training Materials:
 Current Lesson Plan Evaluation
 Lesson Plan
 Component of Lesson Plans

 How to Elaborate Each Component
 Lesson Plan Revision & Reevaluation
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Activity 1 (Brainstorming): Lesson Plan Evaluation
20’

 In a group of four, swap your lesson plan you prepare

for peer teaching or the one you commonly use at
school with a friend next to you.
 Using IPKG 1 (Instrument for Planning), assess your
friend’s lesson.
 Comment to your friend’s work.

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LESSON PLAN

 A plan that describes procedures and organization of

learning in order to achieve one basic competency
established in the Content Standard.
 The Lesson Plan is developed from a Syllabus.
 It is developed from one or more competencies
(Listening and Speaking, etc.) for one or more
meetings.
 Path of Lesson Plan Development:
Content
Standard (SI)

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Syllabus

Lesson Plan @ I Made Sujana, fkip unram

Lesson Plan
(RPP)

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MINIMUM COMPONENT OF
LESSON PLAN

 Learning Objectives
 Teaching Materials

 Teaching Methods/Strategies and Teaching and

Learning Activities
 Teaching Resources

 Assessment

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LESSON PLAN DEVELOPMENT

 Establishing Learning Objectives
 Selecting Materials

 Selecting Teaching Methods & TL Activities
 Selecting Teaching Resource
 Selecting Assessment

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1. Establishing Learning Objectives

 Effective Lesson Plan starts from appropriate and

clearly written objectives
 An objective is a description of learning outcome –
destination (not journey).
 Clear,well-written objectives will help:
 select appropriate teaching materials

 state precisely what we want students to do.

 guide the selection of appropriate activities, resource

including media

 select appropriate forms of assessment (test vs. nontests)
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Establishing ... (cont.)

 Learning objectives are expressed in action verbs

(observable and measureable) (see Bloom’s Taxonomy
or Barrett’s Taxonomy for measurable action verbs and
their level of complexity).
 Learning objectives are developed from indicators
 Learning objectives consist of ABCD: Audience (A),
Behaviour (B), Condition (C), and Degree (D).
 Learning outcomes should be graded from simple to
complex behaviour.
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Establishing ... (cont.)

 The formulation of learning objectives must be:
 complete (when they are add up, they will form the
indicator)
 true

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Relationship of SK, KD, Indikator dan Tujuan Pembelajaran

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Activity 2: Check your own

 Based on the criteria mentioned above, check your

own learning objectives. Have they fulfilled those
criteria? If not, correct them.

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2. Selecting Materials

 Teaching materials must be presented in clear orders.
 Teaching materials are taken from the object of the

learning objectives

 LO: Setelah mempelajari materi ini, siswa dapat

melafalkan kata-kata yang berhubungan dengan tema
My school
 Materi: kata-kata tentang My school
 LO: Setelah mempelajari materi ini, siswa dapat
mendeskripsikan secara lisan tentang My school
 Materi: deskripsi tentang My School
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Considerations in Selecting Materials

 Learners’ potencies

 Relevance on local geneous

 Learners’ development: physical, intelectual,





emotional, social and spiritual
Benefit to learners
Knowledge structures
Learner’s needs and the demand of the community
Time allotment

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Activity 3: Selecting Materials

 Based on the explanation above, check your own

teaching materials.

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3. Selecting Teaching Methods &
TL Activities

 The selection of teaching method/technique/strategy

must be based on the learning objectives (Three-phase
technique, 4Ps, CTL, TLC ...)
 The selection of the teaching method must be based
on learner-centered (learner-based activity)
 The activity must show clear stages from one steps to
another

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








Pembelajaran secara Terintegrasi
Teaching and Learning Cycles (TLC)
Contextual Teading and Learning (CTL)
Cooperative Learning (dengan berbagai model)
Fanani’s Technique (diperkenalkan di Australia dalam
pembelajaran BIPA)
Integrated Language Learning (ILL)
Whole Language
Three-Phase Technique
4Ps Technique (Presentation, Practice and Production,
Plenary)
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Pembelajaran Speaking
 Information Gaps

 Role Plays

 Simulation

 Discussions

 Story Telling
 Interview

 TLC (Spoken Cycles)

 Presentation

 Project Presentation
 Ball Games
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Pembelajaran Listening
 Total Physical Response (TPR)
 Reading Race
 Note Taking

 Mind Mapping

 Cloze Procedure

 Listen and Retell

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Pembelajaran Reading
 Mind Mapping

 Note Taking

 SQ3R/SQ4R (Survey, Question, Read, Recite, Record,






Review)
REAP (Reading, Ecoding, Annotating, Pondering)
SRR (Survey, Read, Review)
PQ4R (Preview, Question, Read, Recite, Review,
Rewrite)
Reading Race
Summary Translation
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Pembelajaran Writing

 Mind mapping
 Project Report

 TLC (Written Cycles)

 Deconstruction-Construction Model (DCM)
 Modelling

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Teaching and Learning Activities

 Steps/Activities to achieve learning objectives.
 Focus on learners (learners’-centered)

 Clear stages (modelling, practices, reinforcement

(review))
 Stages/Steps depend on model/strategy applied
 Steps:
 Pre-Activity, Whilst Activity and Post-Activity

 4Ps (presentation, Practice and Production, and Plenary)
 etc.
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4. Selecting Teaching Resource
 Teaching materials are reference and media used in

teaching and learning process.
 Media: printed, audiolingual, audiovisual materials,
environment (physical, natural, social, and cultural),
multimedia, etc.

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Activity: Check your resource

 Based on the explanation above, check your own

resourse (reference and media) you used. Does it
match to support the students’ learning achivement?

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5. Selecting Assessment
 Assessment is a set of activities to provide, analyze and

interprete data about proses and achievement of the
learners.
 The function of the assessment is to measure students’
achievement towards the objectives established.
 Assessment must be derived from indicators (assess
what you teach)
 The forms can be: Test and Non-Test, depending on
the Learning Objectives.
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Selecting Assement ... (cont.)

 Use Criterion-Reference Assessment (CRA)

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Activity: Scheck your assessment

 Based on the explanation above, check your

assessment from your RPP

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Berbagai Bentuk RPP

 KTSP Model

 British Council Model
 DIKTI Model

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